Measurement Model Value Aspects Of Teacher Leadership In Vocational Education | Mohammad | Proceeding of International Conference on Teacher Training and Education 8477 17870 1 SM
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
Measurement Model Value Aspects Of Teacher Leadership
In Vocational Education
Nazeri Mohammada.PhD, Arshad Jaisb, Wan Ameran Wan Matc
aInstitute
Of Teacher Education, Perlis Campus, Ministry Of Education Malaysia.
of Education, University Teknologi Malaysia, Skudai Johor, Malaysia
cFacuilty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
bFacuilty
Corresponding e-mail: drnazeri.ipgm@gmail.com
Abstract:
Teaching profession at present is very challenging and the teachers themselves must be prepared to deal
with it. The issue of teachers and the teaching profession continue to gain attention and often widely
debated whether in the media, among the general public and even discussed until the national level.
Negative sentiment against teachers often receives media attention although not authentic, and it creates a
feeling of prejudice and less happy society on the individual teacher. These issues need to be addressed
wisely by all teachers and the parties involved so that the dignity of the profession remain respected.
Teachers need to show good values of the students, school and community. This is important because there
is value in teachers will influence others to stay in school or otherwise. People often look at the behavior of
teachers and assess externally only. Teachers must have admirable traits that can guide and educate students
to become excellent once formed their personal character. This study aimed to verify the instrument model
aspects of the leadership of teachers in technical and vocational education. Specifically, the objectives of
this study were to confirm the scale of the measurement model teacher leadership and to identify the
reliability of the instrument model. This study used a questionnaire to collect data from respondents. The
questionnaire used is divided into two parts, Part A and Part B Section A consisted of demographic data,
while Part B contains 53 item questionnaire measuring aspects of the leadership of the teachers in
improving teaching and student learning, teacher leadership skills in improve relations and cooperation with
the community and other parties, leadership skills and attributes of teachers in skill lead. And practice
leadership skills teacher professional learning for continuous improvement. The study population consisted
of all students of semester 8, IPG Zone east coast of peninsular Malaysia. This study used a sample of all
the population to study. However, only 153 questionnaires that can be used for analysis and the respondents
for this survey. This questionnaire has been validated by a panel of experts consisting of a lecturer who
specializes in the study in IPGK Zone east coast of Malaysia, to get the validity of the content. The
questionnaire was constructed and tested for suitability in the context of teacher education in IPGK Zone
east coast of Malaysia.
Keywords: Measurement model, leadership and vocational education
1. INTRODUCTION
Teaching profession at present very
challenging and the teacher nor the teachers
themselves must be prepared to deal with it.
The issue of teachers and the teaching
profession continues to gain attention and often
widely debated whether in the media, among
the general public and even discussed until the
national level. Negative sentiment against
teachers often receives media attention although
not authentic, and it creates a feeling of
prejudice and less happy society on the
individual teacher. These issues need to be
addressed wisely by all teachers and the parties
involved so that the dignity of the profession
remain respected.
However, the community or the media
cannot be blamed entirely for the values
highlighted by the teachers themselves because
people underestimate the teaching profession.
As a teacher, values and self-esteem needs to be
featured as it could have an impact on other
| 886
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
people, especially students. To become trained
teachers, they must have adequate training
from. Curriculum that followed helped to
produce teachers who have strong self-esteem.
Values and identity of the teacher is often
measured in terms of superficial and often
people assume that teachers do not have moral
values do not deserve to be a leader in school
because teachers' attitudes can influence
students to become.
Although professional teachers should have
a sense of high cognitive skills but it’s a good
personality cannot be ignored. According
Almaz (2008), as a teacher who has a high selfesteem and to realize that the dignity of the
teaching profession is in their hands, and
teachers should highlight the positive values
that are in them because the students often take
them as an example. The teachers are change
agents in ensuring their school into an effective
school. In line with the philosophy of Teacher
Education "Teachers honorable, progressive
and scientific-looking, ready to uphold the
aspirations of the country, to ensure the
development of individuals and maintaining a
community that is united, democratic,
progressive and discipline (Mak Soon Sang,
2010). To face the challenges currently,
teachers have to come up with a form of value
and self-esteem is strong in them. This is
acknowledged by Habib Mat Som (2009) he
states the main aspects that need to be examined
in elevating the teaching profession is a
teacher's own personality. Because personal
qualities in teachers there is a source of
knowledge and enthusiasm to emulate in the
formation of good character (Ismail Abas,
2007). Teachers need to show good values of
the students, school and community. This is
important because there is value in teachers will
influence others to stay in school or otherwise.
People often look at the behavior of teachers
and assess externally only. Teachers must have
admirable traits that can guide and educate
students to become excellent once formed their
personal character. Among the main values that
should be in themselves a teacher are honest,
ISSN: 2502-4124
discipline, responsibility, punctuality and
commitment to the job.
Therefore, this study aimed to verify the
instrument model aspects of the leadership of
teachers in technical and vocational education.
Specifically, the objectives of this study were:
(1) To confirm the scale of the measurement
model teacher leadership
(2) To identify the reliability of the
instrument model.
2. METHODOLOGY
2.1 Population Sampling Studies
The Study Population Consisted Of All
Students Of Semester 8, IPGK Zone East Coast
Of Peninsular Malaysia. This Study Used A
Sample Of All The Population To Study.
However, Only 153 Questionnaires That Can
Be Used For Analysis And The Respondents
For This Survey.
2.2 Research Instruments
This study used a questionnaire to collect
data from respondents. the questionnaire used is
divided into two parts, part A and part B section
A consisted of demographic data, while part b
contains 53 item questionnaire measuring
aspects of the leadership of the teachers in
improving teaching and student learning,
teacher leadership skills in improve relations
and cooperation with the community and other
parties, leadership skills and attributes of
teachers in skill lead and practice leadership
skills teacher professional learning for
continuous improvement. This questionnaire
uses a 5-point likert scale.
2.3 Validity of Contents
This Questionnaire Has Been Validated By
A Panel Of Experts Consisting Of A Lecturer
Who Specializes In The Study In Ipgk Zone
East Coast Of Malaysia, To Get The Validity
Of The Content. The Questionnaire Was
Constructed And Tested For Suitability In The
Context Of Teacher Education In IPGK Zone
East Coast Of Malaysia.
2.4 Construct Validity
2.4.1 Convergent Validity
Convergent validity is a method used to test the
validity of the constructs. CFA (Confirmatory Factor
Analysis) was conducted to estimate the factor
loading for each variable. All enabler’s latent
variables (construct) have at least three indicators
(questionnaire items). The factor loading of more
than 0.5 is calculated as the factor loading received
while the factor loading equal to or above 0.7 is
considered as a good indicator (hair, 2010).
| 887
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
2.5 Data Analysis
Data were analyzed using statistical
procedures to answer the survey question. The
statistical procedures are:
a) Descriptive analysis of the demographic data
of the respondents.
b) Analysis CFA (Confirmatory Factor
Analysis) to ensure the validity of the
constructs.
Iii. Reliability analysis uses Cronbach's Alpha
3. RESEARCH FINDING
3.1 Descriptive analysis of respondents
Per Schedule 1 refers to the total of 126
female respondents involved to include 82.4%
and 27 male respondents, 17.6%. Instrument a
set consisting of demographic information was
distributed to respondents 3.2
Analysis of
Analysis)
CFA
(Confirmatory
Factor
The fitness index for the five constructs
that have been fixed after Exploratory Factor
Analysis (EFA) was performed. Arrows
indicate the loading factor is to achieve the set
targets of greater than 0.6, and this means there
are no items that need to be removed. Referring
to Table 2, the measurement model aspects of
teacher leadership is accepted because it meets
the Goodness of fit index Indices with RMSEA
= 0.740, CFI (Comparative Fix Index) = 0908
and Chi square / df = 1.829. Based on Table 3
below shows that each item in each construct
meets the loading factor on which all items are>
0.6. Cronbach Alpha test was conducted using
SPSS to see the validity of each construct in the
questionnaire constructed. Based on the
schedule, the Cronbach alpha for the constructs
to improve the cooperation with the community
is 0917, attributes and skills to lead = 0.850,
facilitate improvements in teaching and student
learning = 0.791, develop organizational
management and administration = 0.802 and
exemplify the best and become a leader referred
= 0.789. Each value is given based on the
Cronbach alpha test was> 0.7.
Summary and Implications of Study
In conclusion, this study found that model
aspects of the leadership of the teachers who
went through the CFA (Confirmatory factor
analysis) to verify each item and domain. All
items from five domains in this model show the
validity of the measure aspects of the leadership
of the teachers. The result of the reliability
analysis also shows that the instrument has high
reliability. Implications, methods of using the
CFA to confirm the items within the domain of
the improvement in the PDP, collaborative
relationships with community, attributes and
skills to lead, develop management and
administrative organization and exemplify the
best and be the leader referred to the
appropriate method. This instrument is the
instrument that can be used to measure aspects
of the leadership of teachers in technical and
vocational education
4. SUMMARY AND IMPLICATIONS
OF STUDY
In conclusion, this study found that model
aspects of the leadership of the teachers who
went through the CFA (Confirmatory factor
analysis) to verify each item and domain. All
items from five domains in this model show the
validity of the measure aspects of the leadership
of the teachers. The result of the reliability
analysis also shows that the instrument has high
reliability. Implications, methods of using the
CFA to confirm the items within the domain of
the improvement in the PDP, collaborative
relationships with community, attributes and
skills to lead, develop management and
administrative organization and exemplify the
best and be the leader referred to the
appropriate method. This instrument is the
instrument that can be used to measure aspects
of the leadership of teachers in technical and
vocational education
5. REFERENCES
Abdullah Sani Yahya, Abdul Rashid Mohamed dan
Abdul Ghani Abdullah. (2007). Guru Sebagai
Pemimpin.Kuala
Lumpur:
PTS
Profesional
Publishing.
Angelle, P. S., Nixon, T.J., Norton, E.M., Niles.C.A.
(2011). Increasing organizational effectiveness: An
examination of teacher leadership, collective efficacy,
and trust in schools. Paper presented at the annual
meeting of the University Council for Educational
Administration, Pittsburgh, 19 Nov. 2011.
Awang Z.(2012). Structual Equation Modeling
Using Amos Graphic,Universiti Teknologi Mara.
Charlotte Danielson. (2006). Teacher Leadership That
Strengthens Professional Practice (Association for
Supervision and Curriculum Development), 12.
Clelia Della Rovere. (2013).Teacher Leadership in
Professional Learning Communities such as
Networks,York Region District School Board
| 888
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
Ghani M.F. (2013). Amalan Komuniti Pembelajaran
Profesional:Perspektif Pemimpin Sekolah
Cemerlang Negara Maju.
Grant C, Gardner K, Kajee F, Moodley R &
Somaroo S.(2010). Teacher leadership: a survey
analysis of KwaZulu-Natal teachers’ perceptions. South
African Journal of Education, 30:401-419.
Harris, A., & Jones, M. (2010). Professional learning
communities and system improvement.Improving Schools,
13(2), 172-181.
Hussein
Mahmood.
(2005).
Kepimpinan
profesionalisme : Satu utopia?Pemimpin, 5, 39-51.
Institute for Educational Leadership. (2008). \
Teacher Leadership in High Schools:How
Principals Encourage It How Teachers Practice
It, Institute for Educational Leadership,
Washington, DC.
Jackson et al. (2010). Teacher Leadership:An Assessment
Framework For an Emerging Area of Professional
Practice.
J. Barr, J. Sommerness and J. Hur. (2008). Teacher
Leadership. In T. Good (Ed.), 21st Century
Education: A Reference Handbook ,Thousand Oaks,
CA: Sage Publications, 287.2
Katzenmeyer, M., & Moller, G. (2001). Awakening
the sleeping giant: Helping teachers develop as leaders
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Killion, J., & Harrison, C. (2006). Taking the lead:
New roles for teachers and school-based coaches.Oxford,
OH: National Staff Development Council.
Mortimore, P. (1997). Key characteristics of effective
schools. Jendela Minda, 1(1), 1-35.
Nur Hafizoh Idris & Rohana Hamzah.(2012). Nilai
Profesionalisme Bakal Guru Berteraskan Indikator
Standard Guru Malaysia (SGM.
Peter G.Northouse, (2013) Leadership, Theory And
Practice, Sixth Edition.
Rohana Hamzah. 2010. Mengenali Manusia Asas
Pendidikan Berkualiti. Skudai: UTM Press Teacher
Leadership
Exploratory
Consortium
Letter,
(2010).http://tlstandards.weebly.com Sarvinder Singh &
Ahmad
Bin
Esa.Dr.(2008).Kepimpinan
Dalam
Menghadapi Isu-isu Semasa Pendidikan. Sharratt, L., and
Fullan, M. (2009). Realization -The Change Imperative for
Deepening District-Wide
Reform.California: Corwin Press.
Uma Sekaran & Roger Bougie.(2008) Research
Methods for Business: A Skill Building Approach, 5th
EditionResearch Methods for Business: A Skill
Building Approach, 5th Edition.
York-Barr, J., & Duke, K. (2004). What do we know
about teacher leadership? Findings from two decades of
scholarship. Review of Educational Research, 74,255–
316.
| 889
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
Measurement Model Value Aspects Of Teacher Leadership
In Vocational Education
Nazeri Mohammada.PhD, Arshad Jaisb, Wan Ameran Wan Matc
aInstitute
Of Teacher Education, Perlis Campus, Ministry Of Education Malaysia.
of Education, University Teknologi Malaysia, Skudai Johor, Malaysia
cFacuilty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
bFacuilty
Corresponding e-mail: drnazeri.ipgm@gmail.com
Abstract:
Teaching profession at present is very challenging and the teachers themselves must be prepared to deal
with it. The issue of teachers and the teaching profession continue to gain attention and often widely
debated whether in the media, among the general public and even discussed until the national level.
Negative sentiment against teachers often receives media attention although not authentic, and it creates a
feeling of prejudice and less happy society on the individual teacher. These issues need to be addressed
wisely by all teachers and the parties involved so that the dignity of the profession remain respected.
Teachers need to show good values of the students, school and community. This is important because there
is value in teachers will influence others to stay in school or otherwise. People often look at the behavior of
teachers and assess externally only. Teachers must have admirable traits that can guide and educate students
to become excellent once formed their personal character. This study aimed to verify the instrument model
aspects of the leadership of teachers in technical and vocational education. Specifically, the objectives of
this study were to confirm the scale of the measurement model teacher leadership and to identify the
reliability of the instrument model. This study used a questionnaire to collect data from respondents. The
questionnaire used is divided into two parts, Part A and Part B Section A consisted of demographic data,
while Part B contains 53 item questionnaire measuring aspects of the leadership of the teachers in
improving teaching and student learning, teacher leadership skills in improve relations and cooperation with
the community and other parties, leadership skills and attributes of teachers in skill lead. And practice
leadership skills teacher professional learning for continuous improvement. The study population consisted
of all students of semester 8, IPG Zone east coast of peninsular Malaysia. This study used a sample of all
the population to study. However, only 153 questionnaires that can be used for analysis and the respondents
for this survey. This questionnaire has been validated by a panel of experts consisting of a lecturer who
specializes in the study in IPGK Zone east coast of Malaysia, to get the validity of the content. The
questionnaire was constructed and tested for suitability in the context of teacher education in IPGK Zone
east coast of Malaysia.
Keywords: Measurement model, leadership and vocational education
1. INTRODUCTION
Teaching profession at present very
challenging and the teacher nor the teachers
themselves must be prepared to deal with it.
The issue of teachers and the teaching
profession continues to gain attention and often
widely debated whether in the media, among
the general public and even discussed until the
national level. Negative sentiment against
teachers often receives media attention although
not authentic, and it creates a feeling of
prejudice and less happy society on the
individual teacher. These issues need to be
addressed wisely by all teachers and the parties
involved so that the dignity of the profession
remain respected.
However, the community or the media
cannot be blamed entirely for the values
highlighted by the teachers themselves because
people underestimate the teaching profession.
As a teacher, values and self-esteem needs to be
featured as it could have an impact on other
| 886
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
people, especially students. To become trained
teachers, they must have adequate training
from. Curriculum that followed helped to
produce teachers who have strong self-esteem.
Values and identity of the teacher is often
measured in terms of superficial and often
people assume that teachers do not have moral
values do not deserve to be a leader in school
because teachers' attitudes can influence
students to become.
Although professional teachers should have
a sense of high cognitive skills but it’s a good
personality cannot be ignored. According
Almaz (2008), as a teacher who has a high selfesteem and to realize that the dignity of the
teaching profession is in their hands, and
teachers should highlight the positive values
that are in them because the students often take
them as an example. The teachers are change
agents in ensuring their school into an effective
school. In line with the philosophy of Teacher
Education "Teachers honorable, progressive
and scientific-looking, ready to uphold the
aspirations of the country, to ensure the
development of individuals and maintaining a
community that is united, democratic,
progressive and discipline (Mak Soon Sang,
2010). To face the challenges currently,
teachers have to come up with a form of value
and self-esteem is strong in them. This is
acknowledged by Habib Mat Som (2009) he
states the main aspects that need to be examined
in elevating the teaching profession is a
teacher's own personality. Because personal
qualities in teachers there is a source of
knowledge and enthusiasm to emulate in the
formation of good character (Ismail Abas,
2007). Teachers need to show good values of
the students, school and community. This is
important because there is value in teachers will
influence others to stay in school or otherwise.
People often look at the behavior of teachers
and assess externally only. Teachers must have
admirable traits that can guide and educate
students to become excellent once formed their
personal character. Among the main values that
should be in themselves a teacher are honest,
ISSN: 2502-4124
discipline, responsibility, punctuality and
commitment to the job.
Therefore, this study aimed to verify the
instrument model aspects of the leadership of
teachers in technical and vocational education.
Specifically, the objectives of this study were:
(1) To confirm the scale of the measurement
model teacher leadership
(2) To identify the reliability of the
instrument model.
2. METHODOLOGY
2.1 Population Sampling Studies
The Study Population Consisted Of All
Students Of Semester 8, IPGK Zone East Coast
Of Peninsular Malaysia. This Study Used A
Sample Of All The Population To Study.
However, Only 153 Questionnaires That Can
Be Used For Analysis And The Respondents
For This Survey.
2.2 Research Instruments
This study used a questionnaire to collect
data from respondents. the questionnaire used is
divided into two parts, part A and part B section
A consisted of demographic data, while part b
contains 53 item questionnaire measuring
aspects of the leadership of the teachers in
improving teaching and student learning,
teacher leadership skills in improve relations
and cooperation with the community and other
parties, leadership skills and attributes of
teachers in skill lead and practice leadership
skills teacher professional learning for
continuous improvement. This questionnaire
uses a 5-point likert scale.
2.3 Validity of Contents
This Questionnaire Has Been Validated By
A Panel Of Experts Consisting Of A Lecturer
Who Specializes In The Study In Ipgk Zone
East Coast Of Malaysia, To Get The Validity
Of The Content. The Questionnaire Was
Constructed And Tested For Suitability In The
Context Of Teacher Education In IPGK Zone
East Coast Of Malaysia.
2.4 Construct Validity
2.4.1 Convergent Validity
Convergent validity is a method used to test the
validity of the constructs. CFA (Confirmatory Factor
Analysis) was conducted to estimate the factor
loading for each variable. All enabler’s latent
variables (construct) have at least three indicators
(questionnaire items). The factor loading of more
than 0.5 is calculated as the factor loading received
while the factor loading equal to or above 0.7 is
considered as a good indicator (hair, 2010).
| 887
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
2.5 Data Analysis
Data were analyzed using statistical
procedures to answer the survey question. The
statistical procedures are:
a) Descriptive analysis of the demographic data
of the respondents.
b) Analysis CFA (Confirmatory Factor
Analysis) to ensure the validity of the
constructs.
Iii. Reliability analysis uses Cronbach's Alpha
3. RESEARCH FINDING
3.1 Descriptive analysis of respondents
Per Schedule 1 refers to the total of 126
female respondents involved to include 82.4%
and 27 male respondents, 17.6%. Instrument a
set consisting of demographic information was
distributed to respondents 3.2
Analysis of
Analysis)
CFA
(Confirmatory
Factor
The fitness index for the five constructs
that have been fixed after Exploratory Factor
Analysis (EFA) was performed. Arrows
indicate the loading factor is to achieve the set
targets of greater than 0.6, and this means there
are no items that need to be removed. Referring
to Table 2, the measurement model aspects of
teacher leadership is accepted because it meets
the Goodness of fit index Indices with RMSEA
= 0.740, CFI (Comparative Fix Index) = 0908
and Chi square / df = 1.829. Based on Table 3
below shows that each item in each construct
meets the loading factor on which all items are>
0.6. Cronbach Alpha test was conducted using
SPSS to see the validity of each construct in the
questionnaire constructed. Based on the
schedule, the Cronbach alpha for the constructs
to improve the cooperation with the community
is 0917, attributes and skills to lead = 0.850,
facilitate improvements in teaching and student
learning = 0.791, develop organizational
management and administration = 0.802 and
exemplify the best and become a leader referred
= 0.789. Each value is given based on the
Cronbach alpha test was> 0.7.
Summary and Implications of Study
In conclusion, this study found that model
aspects of the leadership of the teachers who
went through the CFA (Confirmatory factor
analysis) to verify each item and domain. All
items from five domains in this model show the
validity of the measure aspects of the leadership
of the teachers. The result of the reliability
analysis also shows that the instrument has high
reliability. Implications, methods of using the
CFA to confirm the items within the domain of
the improvement in the PDP, collaborative
relationships with community, attributes and
skills to lead, develop management and
administrative organization and exemplify the
best and be the leader referred to the
appropriate method. This instrument is the
instrument that can be used to measure aspects
of the leadership of teachers in technical and
vocational education
4. SUMMARY AND IMPLICATIONS
OF STUDY
In conclusion, this study found that model
aspects of the leadership of the teachers who
went through the CFA (Confirmatory factor
analysis) to verify each item and domain. All
items from five domains in this model show the
validity of the measure aspects of the leadership
of the teachers. The result of the reliability
analysis also shows that the instrument has high
reliability. Implications, methods of using the
CFA to confirm the items within the domain of
the improvement in the PDP, collaborative
relationships with community, attributes and
skills to lead, develop management and
administrative organization and exemplify the
best and be the leader referred to the
appropriate method. This instrument is the
instrument that can be used to measure aspects
of the leadership of teachers in technical and
vocational education
5. REFERENCES
Abdullah Sani Yahya, Abdul Rashid Mohamed dan
Abdul Ghani Abdullah. (2007). Guru Sebagai
Pemimpin.Kuala
Lumpur:
PTS
Profesional
Publishing.
Angelle, P. S., Nixon, T.J., Norton, E.M., Niles.C.A.
(2011). Increasing organizational effectiveness: An
examination of teacher leadership, collective efficacy,
and trust in schools. Paper presented at the annual
meeting of the University Council for Educational
Administration, Pittsburgh, 19 Nov. 2011.
Awang Z.(2012). Structual Equation Modeling
Using Amos Graphic,Universiti Teknologi Mara.
Charlotte Danielson. (2006). Teacher Leadership That
Strengthens Professional Practice (Association for
Supervision and Curriculum Development), 12.
Clelia Della Rovere. (2013).Teacher Leadership in
Professional Learning Communities such as
Networks,York Region District School Board
| 888
PROSIDING ICTTE FKIP UNS 2015
Vol 1, Nomor 1, Januari 2016
Halaman:
ISSN: 2502-4124
Ghani M.F. (2013). Amalan Komuniti Pembelajaran
Profesional:Perspektif Pemimpin Sekolah
Cemerlang Negara Maju.
Grant C, Gardner K, Kajee F, Moodley R &
Somaroo S.(2010). Teacher leadership: a survey
analysis of KwaZulu-Natal teachers’ perceptions. South
African Journal of Education, 30:401-419.
Harris, A., & Jones, M. (2010). Professional learning
communities and system improvement.Improving Schools,
13(2), 172-181.
Hussein
Mahmood.
(2005).
Kepimpinan
profesionalisme : Satu utopia?Pemimpin, 5, 39-51.
Institute for Educational Leadership. (2008). \
Teacher Leadership in High Schools:How
Principals Encourage It How Teachers Practice
It, Institute for Educational Leadership,
Washington, DC.
Jackson et al. (2010). Teacher Leadership:An Assessment
Framework For an Emerging Area of Professional
Practice.
J. Barr, J. Sommerness and J. Hur. (2008). Teacher
Leadership. In T. Good (Ed.), 21st Century
Education: A Reference Handbook ,Thousand Oaks,
CA: Sage Publications, 287.2
Katzenmeyer, M., & Moller, G. (2001). Awakening
the sleeping giant: Helping teachers develop as leaders
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Killion, J., & Harrison, C. (2006). Taking the lead:
New roles for teachers and school-based coaches.Oxford,
OH: National Staff Development Council.
Mortimore, P. (1997). Key characteristics of effective
schools. Jendela Minda, 1(1), 1-35.
Nur Hafizoh Idris & Rohana Hamzah.(2012). Nilai
Profesionalisme Bakal Guru Berteraskan Indikator
Standard Guru Malaysia (SGM.
Peter G.Northouse, (2013) Leadership, Theory And
Practice, Sixth Edition.
Rohana Hamzah. 2010. Mengenali Manusia Asas
Pendidikan Berkualiti. Skudai: UTM Press Teacher
Leadership
Exploratory
Consortium
Letter,
(2010).http://tlstandards.weebly.com Sarvinder Singh &
Ahmad
Bin
Esa.Dr.(2008).Kepimpinan
Dalam
Menghadapi Isu-isu Semasa Pendidikan. Sharratt, L., and
Fullan, M. (2009). Realization -The Change Imperative for
Deepening District-Wide
Reform.California: Corwin Press.
Uma Sekaran & Roger Bougie.(2008) Research
Methods for Business: A Skill Building Approach, 5th
EditionResearch Methods for Business: A Skill
Building Approach, 5th Edition.
York-Barr, J., & Duke, K. (2004). What do we know
about teacher leadership? Findings from two decades of
scholarship. Review of Educational Research, 74,255–
316.
| 889